1. Differentiated Staff Development: Real Change for Learning Julie Martinez & Tisha Uphoff Jefferson Elementary School Lindsay Unified School District

2. Welcome! Please complete The Stages of Implementation Survey at your table. Please complete The Stages of Implementation Survey at your table. We will refer to this survey later in the presentation. We will refer to this survey later in the presentation.

3. Today’s Agenda Welcome and Introduction Overview of Jefferson’s Differentiated Staff Development Discussion Step-by-Step Analysis of Differentiated Staff Development Model Research on Adult Learners Debrief

4. Research on Adult Learners Findings Learning is goal-oriented Information is applicable and useful Projects are engaging and reflect their interest Life experiences and knowledge is considered Varying levels of education and confidence are considered Adults learn best when… Survey staff on needs, challenges and goals Tailor staff development to the varying needs of staff (differentiation) Provide on-going support and feedback Supply materials and resources for TM implementation and development Provide opportunities for immediate implementation of newly acquired knowledge Implications for Trainers

5. Differentiated Staff Development 2007-2008 School Year New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

6. New Staff Training Grade Level Site/Dept TM Exp. SupportK 2 nd 5 th 6 th Reading Resource CounselorOutreachJeffersonJeffersonJeffersonJeffersonJeffersonJeffersonJeffersonSomeNoneSomeNoneNoneNoneNone Initial Training Initial Training Mentor Teacher in the Mentor Teacher in the same or neighboring grade level same or neighboring grade level Ongoing one-on-one follow-up & Ongoing one-on-one follow-up & collaboration collaboration

7. New Staff Training Grade Level Site/Dept TM Exp. Support

8. Differentiated Staff Development 2007-2008 School Year New Staff Training Goal Setting For Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development Staff Survey On Level Of Implementation & Use Of TM

9. Goal Setting For Year Learning Goals: 1. Develop students’ Thinking Fluency 2. Use Academic Vocabulary to indicate the Cognitive Thought Process instead of map name 3. Develop Metacognitive Skills using the Frame of Reference and the Frame of Understanding for each map Action Plan: 1. “Rejuice” staff on Cognitive Thought Process for each map and Frame of Reference 2. Provide Differentiated Staff Development 3. Establish frequent two-way feedback

10. Goal Setting For Year Learning Goals: 1. 2. 3. Action Plan: 1. 2. 3.

11. Differentiated Staff Development 2007-2008 School Year New Staff Training Goal Setting For Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development Staff Survey On Level Of Implementation & Use Of TM

13. Level of Implementation Year of Implementation: 3rd Estimate of Implementation Level : *Refer to your Stages of Implementation Survey taken earlier Knowledge & Skills 4 Horizontal Transfer 15 Vertical Transfer 10 Executive Control 4 *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

14. Staff Survey On Level Of Implementation & Use Of TM Level of Implementation Year of Implementation: Estimate of Implementation Level : *Refer to your Stages of Implementation Survey taken earlier Knowledge & Skills Horizontal Transfer Vertical Transfer Executive Control *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

15. Staff Survey On Level Of Implementation & Use Of TM Level of Implementation Year of Implementation: 3rd Estimate of Implementation Level : *Refer to your Stages of Implementation Survey taken earlier Knowledge & Skills 4 Horizontal Transfer 15 Vertical Transfer 10 Executive Control 4 *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

16. Modified Learning Goals and Action Plan Learning Goals: *1. Move staff beyond Knowledge and Skills Levels 2. Develop students’ Thinking Fluency 3. Use Academic Vocabulary to indicate the Cognitive Thought Process instead of map name 4. Develop Metacognitive Skills using the Frame of Reference and the Frame of Understanding for each map Next Steps: 1. “Rejuice” staff on Cognitive Thought Process for each map and Frame of Reference 2. Provide Differentiated Staff Development 3. Establish frequent two-way feedback

17. Modified Learning Goals and Action Plan Learning Goals: 1. 2. 3. Next Steps: 1. 2. 3.

18. Differentiated Staff Development 2007-2008 School Year New Staff Training Goal Setting For Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development Staff Survey On Level Of Implementation & Use Of TM

19. Staff Grouping According To Level Of Implementation Group Staff Administrative Approval Match Trainers To Groups

20. Differentiated Staff Development 2007-2008 School Year New Staff Training Goal Setting For Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development Staff Survey On Level Of Implementation & Use Of TM

21. Monthly Differentiated Staff Development Session Preparation Trainee Goals & Interests Trainer Collaboration Communicate Expectations To Trainees Feedback System Formal & Informal Trainers To Trainees Trainees To Trainers Ideas For Sessions Strengths & deficiencies? Value Of Differentiation Trainees Learned More Disaster Strikes! Flexible Grouping

22. Ideas for Sessions Knowledge & Skills Make & Take Cognitive Domains Map Specific Activities Vertical Transfer Map/Content Specific Activities Frames Stacking Instead of Transitioning “Taking It Off The Map” Executive Control Frames Content Specific Activities “Taking It Off The Map” Standard-Based Lesson/Unit Planning Horizontal Transfer Gallery Walk Cognitive Domains Content Specific Mapping Standards Correlation

23. Tips for Success Mistakes are inherent in the learning process. Mistakes are inherent in the learning process. Flexibility! Flexibility! Flexibility! Flexibility! Flexibility! Flexibility! Learning varies by modality and time frame. Learning varies by modality and time frame. Peer collaboration enhances the learning process. Peer collaboration enhances the learning process. Adult Learners! (refer to Adult Learners Page) Adult Learners! (refer to Adult Learners Page)

24. Contact Information (soft copies or inquiries) Julie Martinez jmartinez@lindsay.k12.ca.us Julie Martinez jmartinez@lindsay.k12.ca.us jmartinez@lindsay.k12.ca.us Tisha Uphoff Tisha Uphoff lsuphoff@lindsay.k12.ca.us lsuphoff@lindsay.k12.ca.uslsuphoff@lindsay.k12.ca.us